F

actors that Influence Grade 12 Academic Strand Students

in Career Decision-Making at Paranaque National High

School Main School Year 2022-2023: Basis for

Strengthened Career Guidance Program

____________________

A Research Project
Presented to the
Senior High School Program
Paranaque National High School Main
____________________

In Partial Fulfillment
of the Requirements for Research Project:
Quantitative Research
____________________

Presented by:

BALDOZA, SANDARA C.
DULAY, VONG JOSHUA
LEONARDO, ASIA ANTONIA F.
ORAPA, MA. DONNA H.

Submitted to:

FERDINAND IAN B. FABIAN, LPT

2023

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 ABSTRACT

A large number of academic strand senior high school

students are unable to make decisions on their own because of
the perplexity of the educational and occupational worlds,
particularly when it comes to picking the appropriate course.
This study aims to determine the factors that influenced Grade
12 academic strand students in career decision making at
Parañaque National High School- Main S.Y 2022-2023 to
formulate strengthened career guidance program.

The descriptive survey method of research was used in this

investigation. The respondents were chosen through stratified
sampling technique and was given survey questionnaires
whereas they are required to answer the questions in relation to
the main focus of the study. The study used a correlational
research method to determine the relationship between each
variable on how will affect their career decision-making.

This study highlights that for a career decision taken by an

individual, there exist several influences. These influences shape
the future of society since career choice decisions even of a
single individual are very important for a society. Today, young
people considered future opportunities because they believed in
such a field of labor, particularly its employability, and stability
since it saw a snowball in the public

APPROVAL SHEET

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This research paper hereto entitled:

Factors that Influence Grade 12 Academic Strand

Students in Career Decision-Making at Paranaque National
High School Main School Year 2022-2023: Basis for
Strengthened Career Guidance Program

Prepared and submitted by BALDOZA, SANDARA C., DULAY,

VONG JOSHUA, GARGANTIEL, RHEA LIZA M., LEONARDO, ASIA
ANTONIA F., and ORAPA, MA. DONNA H. in partial fulfillment of the
requirements for the Humanities and Social Sciences strand, has been
examined and recommended for acceptance and approval for the
RESEARCH PRESENTATION.

FERDINAND IAN B. FABIAN, LPT

Adviser

Approved by the Committee on Research Presentation with a grade of

_______________.

Chairman

Member Member

Accepted in partial fulfillment of the requirements for the Senior High

School Program in Humanities and Social Sciences.

Sir. GERRY LUMABAN

School Principal

ACKNOWLEDGEMENT

The author of this research report would like to express their

gratitude to everyone who helped and inspired them.

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 Thanks be to God Almighty for providing them with daily strength

as they conducted their research as well as for providing them with

unending direction and illumination to overcome this challenge.

They varied all the findings from the numerous sectors of interest

that were aligned in their research paper by referring to the writers of

all the publications in online academic journals.

To the grade 12 students at Parañaque National High School Main

who diligently and sincerely answer their survey questionnaire to finish

this research output.

Foremost, it is a genuine pleasure to express their deep sense of

thanks to their research adviser, Mr. Ferdinand Ian Balguna Fabian

who help them to finish this research and gave advice in every

research chapter.

The researcher wishes to express their sincere gratitude to their

families, particularly to their beloved parents who generously gave

them their unwavering support and encouragement.

S.C.B
V.J.D
G.R.L
A.F.L
D.H.O

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 TABLE OF CONTENTS

PAGE

Title page i

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Approval Sheet ii

Acknowledgment iii

CHAPTER 1. THE PROBLEM AND ITS BACKGROUND

Introduction 1-3

Background of Study 3-6

Statement of the Problem 7-8

Significance of Study 8-9

Scope and Delimitations 9-10

Definition of Terms 10-11

Theoretical and Conceptual Framework 12

CHAPTER 2. REVIEW OF RELATED LITERATURE AND STUDIES

Thematic Presentation of the Review 13-18

Synthesis of the Review 19

Research Gap 20

CHAPTER 3. METHODOLOGY

Research Design 21-22

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Research Instrument 23

Statistical Treatment 24-25

3. PRESENTATION, ANALYSIS, AND INTERPRETATION 26-32

OF DATA

4. SUMMARY OF FINDINGS, CONCLUSION AND

CHAPTER 4. RECOMMENDATIONS

Summary of Findings 33-36

Conclusion 37

Recommendation 38

REFERENCES

APPENDICES

A. Letter of Consent 39-40

B. Letter of Validation 41-42

C. Survey Questions 45-46

D. CURRICULUM VITAE 47-51

List of Tables

Table 1 Distribution of Respondents According to their Age

Table 2 Distribution of Respondents According to Gender

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Table 3 Distribution of Respondents According to Socio economic

Status

Table 4.1 Distribution of Respondents According to their Personal

Interest

Table 4.2 Distribution of Respondents According to their Peer Pressure

Table 4.3 Distribution of Respondents According to their Job

Opportunities

Table 4.4 Distribution of Respondents According to their Financial

Condition

Table 5 Pearson’s Correlation between the respondents’ demographic

profile and factors that influence respondents

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 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The implementation of K to-12 programs is one of the

most significant educational reforms in the Philippines. Its

mission is to "develop a holistically developed Filipino with 21st-

century skills who is prepared for employment,

entrepreneurship, middle-level skill development, and higher

education after completing Grade 12." The kindergarten to Grade

12 Basic Education Program is the Department of Education's

flagship program, introducing two additional years of senior high

school—Grades 11 and 12. From Kindergarten to Grade 12,

students are equipped to holistically develop Filipinos who are

prepared for the world. Additionally, schools must conduct

Career Guidance Program activities to assist senior high school

students, as mandated by the Department of Education. Because

COVID-19 is present, DepEd Secretary Leonor Briones said that

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face-to-face classes will be suspended until a vaccine is

available. Senior high school (SHS) is the final two years of a

new six-year secondary education system in the Philippines.

Rather than simply preparing students for postsecondary

education, the SHS Curriculum aims to prepare students for

either higher education or work (de Jesus, E., 2019). Academics,

Technical Vocational and Livelihood (TVL), Sports, or Arts and

Design are the four specialization options available to SHS

students. The Academic Course is divided into four strands:

Humanities and Social Sciences (HUMMS), Accounting, Business,

and Management (ABM), Science, Technology, and Engineering

(STEM), and General Academics. Then there's the Technical

Vocational Course, which encompasses Information and

Communications Technology (ICT), Agriculture and Fisheries

Arts, and Industrial Arts. The adoption of the K-12 program by

the government will assist students in developing their abilities,

increasing their competence, and grasping and coping with their

college journey. The curriculum has been changed to better

meet the needs of students in the area by letting them choose a

specialization that fits their interests.

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 As stated by Nelson (2021) the lack of access to education

is one of the country's most urgent socioeconomic problems.

They are consequently at a disadvantage while trying to find

work or even just comprehending fundamental social issues.

Many adolescents also don't have any access to education at all.

It is a regular problem for students to choose their careers while

facing difficult financial circumstances. When a student enrolls in

or registers for any form of institution, they are faced with

several costs. And it will accumulate during the student's four or

more years in school. In addition, despite their best efforts,

many families of students are unable to assist with the cost of

their education. In addition, not all students are aware of the

scholarships and programs available to help lower the expense of

school, and some may not be qualified for them. The student is

already positioned for failure due to their precarious financial

situation. They might have to settle for taking the first position

they come across. People choose a work that they may not

particularly enjoy to pay their bills, even though they need to do

so.

You should be able to acquire the advice you need to make

significant decisions while in college. Not every student will be

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able to access the appropriate counseling and career help they

require. This may make it challenging for individuals to select

the profession that will advance their careers. The kid won't have

the valuable opportunity to learn about all the options that are

accessible depending on their preferences if they don't receive

the right career counseling while in school. They could feel as

though they have only one or two choices and might become

demoralized because they don't particularly like any of them

(Nelson, 2021).

According to Quiño (2022), a student's career choice is

one of the most significant problems and obstacles that they face

during their academic career. It entails the exchange of many

intricately intertwined components, a student's current

circumstances, gifts, abilities, and scholarly achievements all

influence career choice. It is not an easy task; it entails a

lengthy decision-making process. Students must consider a

variety of factors, particularly during this pandemic period, which

causes them to second-guess their choices. In the event of a

poor choice, disappointment and frustration are likely to follow.

According to research, a student's career choice is influenced by

their home, school, and social environment. Their career choices

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are influenced by financial considerations, as they must pay for

family expenses. Many studies have found that factors like

fitness, life circumstances, and academic achievement all play a

role in career choices. Students' career choices will impact the

remainder of their lives. Students' career choices were

influenced by their grades, ages, personal interests, and

experiences, among other factors, and it was through their

educational experiences that these students determined what

they wanted to accomplish in their future careers Senior high

school students also said that their decisions were influenced by

factors like decision-making, motivation, peer pressure,

institutional concerns, and future job prospects, among other

things.

According to Nyamwange (2016), most people are

greatly impacted by the careers that either their parents favor or

those that their educational accomplishments have made

possible for them. Others, however, are influenced by

occupations that promise opportunities for increased benefits

including pay, bonuses, and vacation days. A career is a crucial

factor in shaping an individual's daily routine, life activities, level

of living, as well as the spiritual and social aspects of life,

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therefore some people opt to pursue careers that they are

passionate about regardless of the possibilities or the benefits. A

person's career influences how their entire life is organized.

Although there are differences among various population groups,

generally extrinsic influences on career choice decisions are

mostly influenced by parents, peers, friends, relatives, role

models, and teachers, especially career counselors. This is

possible through social support or interaction. However, the

extent to which each of them influences career choice decisions

varies from one population to the other. Students are frequently

given a list of possible jobs to choose from before making their

career decisions. Yet, because most students don't have access

to enough knowledge about other professions, their decisions are

often influenced by what they believe to be the perfect

employment and the courses they studied in secondary school.

The objective of this research was to identify the factors

influencing senior high school students' decisions regarding their

college course of study. This inspired the researcher to carry out

this investigation to learn more about the variables affecting

senior high school students' referrals for college courses. To

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provide a strengthened career guidance program as a guide to

assist students in selecting the best career for them.

Statement of the Problem

This study aims to determine the factors that influence Grade 12

academic strand students in career decision-making at

Parañaque National High School Main School Year 2022-202

The researcher seeks to answer the following specific questions:

1. What is the demographic Profile of the respondents?

1.1 Sex;

1.2 Strand; and

1.3 Socio economic status?

2. What are the factors that influence the career decision-making

of the respondents as regards:

2.1 Personal Interests;

2.2 Peer Pressure;

2.3 Job Opportunities; and

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2.4 Financial Condition?

3. What is the significant relationship between the demographic

profile of the respondents and the factors that influence the

career decision-making of the respondents?

4. What possible recommendations can be formulated based on

the findings of the study?

Significance of the study

The results of this research paper would be highly significant and

beneficial for the following:

STUDENTS - The findings of this study will give academics

concrete data they can use to may employ to create a more

thorough and successful career advising program that would be

tailored to the needs of the students and assist them in

developing a better grasp of who they are and how to make wise

career decisions.

PARENTS - Parents will understand that they share

responsibility for being a significant influence on their children's

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professional choices. To assist them in making wise decisions

and choices, they will also be more aware of and understand

their children's needs, goals, interests, and abilities. They will

discover that parents have a significant impact on the

professional decisions of their children because of this.

SCHOOL ADMINISTRATORS - This study's findings will benefit

the school in putting together successful, comprehensive data

and a method of assistance to assist students in choosing the

appropriate course of study.

TEACHERS - since teachers are thought to play a significant role

in influencing students' job decisions, thus they ought to be

eager to assist them in making the greatest choice.

FUTURE RESEARCHERS, the outcome of the study will benefit

future researchers who will study related topics as they can use

this study as their reference for making their own research.

Scope and Delimitation

This study focuses on the factors that influence Grade 12 in

career decision-making, specifically the grade 12 academic

strand students from Parañaque National High School Main

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school year 2022-2023 each academic strand was represented

by two (2) sections to keep the study unbiased. In this study,

neither questions nor answers that are unrelated to the subject

matter nor just sufficiently close to it should be considered.

Examples of these include the respondents' marital status,

name, preferred religion, cultural biases, and similar factors. The

researchers used structured survey questionnaires that can

assist in generating a reliable conclusion to conduct a survey to

collect the data. The imposition of this research work began in

the last 03 of March 2023 and is anticipated to be finished by the

last week of May of that year.

Definition of Terms

To avoid confusion and misconceptions the author uses the

following terms.

Aspirations - a strong desire to achieve something high or

great.

Career decision-making - refers to a resolution made by a

student to go along a particular career path.

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Career decision-making difficulty - the challenge that a

student encounters when making a career decision.

Career guidance - information or direction was given to a

student in relation to career issues usually by a counselor or an

expert in career.

Influence - the capacity to influence the character,

development, or behavior of someone or something, or the

effect itself.

Implementation - the execution or practice of a plan, a

method, or any design, idea, model, specification, standard, or

policy for doing something.

Implications - the action or state of being involved in

something.

Specialization - a particular area in which someone

concentrates or is an expert in.

Unbiased - these words mean "free from favor toward either or

any side," unbiased implies even more strongly an absence of all

prejudice.

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Theoretical and Conceptual Framework

The present study is anchored on the Social Cognitive

Career Theory (SCCT). According to Lent, Brown, and Hackett

(1994), the developed SCCT empowered understanding of career

choice, interest, and performance processes. This theory

acknowledges the aspects that interchange when a particular

track progressed on the chosen career path of the students.

Furthermore, using social cognitive processes provides a

framework that explains accomplishment and failure, educational

outcomes, and career outcomes. SCCT has been divided into two

levels of theoretical analysis; the performance of cognitive

person variables and the breakdown of the additional sets of

variables that might influence career-related interests and

behavior. Staunton (2015) mentioned that choosing the best

career or education program that fits the student’s personality

will lead to better career well-being, success-job satisfaction,

good grades, and graduation on time. Staunton (2015)

mentioned that choosing the best career or education program

that fits the student’s personality will lead to better career well-

being, success-job satisfaction, good grades, and graduation on

time.

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Figure 1. Relationship between the demographic profile of the

respondents and factors that influence the respondents in

choosing a desired college career.

Hypothesis

There is no significant relationship between the demographic

profile of the respondents and the factors that influence the

career decision-making of the respondents.

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 Chapter 2

Thematic Presentation of the Review

This chapter will explore a review of the literature that

evaluates and contrasts research on factors that influence career

choice decisions, and the extrinsic and intrinsic factors will be

discussed in detail using current research studies. Specifically,

the literature will reveal which factors are important in senior

high school students’ career choices and which factors are

influential in different contexts and cultures.  throughout the

world. All these factors eventually lead to the realization that

career choice is not a linear process, but that it has factors that

influence future plans, and those factors are influenced by the

surroundings, the external environment, the country’s situation,

family orientation, and personal interests.

Kazi (2017) clarifies career as the application of a person’s

cognition and capabilities, providing command over profession,

timely work expertise and a basis of developing and bettering

business networks. Individuals chose career planning to pursue

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professional objectives, getting informed about upcoming

opportunities, their results, and their timely evaluations. It is a

beginning in the stages of career choices but still of paramount

significance. People prefer careers that could provide them with

a sound basis for an improved standard of living. Career

planning done on individual basis is a plan as to how an

individual would foster in his profession. As regards the

organizational level, it talks about promotional aspects together

with a personal development quadrant. So briefly career

planning is the process whereby the individual himself or his

organization helps in pursuing his growth objectives in

conformity with his expertise in the area, capabilities and aims.

Interpersonal Factors and Career Choice

Families, particularly parents, and guardians, have a

sizable influence on their children's career aspirations and goals.

According to Quiño (2022), without parental permission or

support, students and young adults are frequently unwilling to

pursue – or even consider – a variety of career opportunities.

However, its entirety interpretation is "neutral." Lamichhane et

al. (2022) found that family influences children's career choices

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and the learner's capacity to identify their chosen professional

path. Parental influence is regarded as one of the most

influential aspects of professional decision-making studies. The

most critical factors in the employment decision-making process

are information and parental aid. According to Lent and Brown

(1994), parental influence is an influential contextual variable

that mediates the linkages between objectives and interests,

goals and actions, and actions and accomplishments. While it is

true that significant others have a substantial influence on an

individual's career choice, it can also be claimed that the

individuals make the decision to pursue the career that they are

interested in. Students today, on the other hand, are growing

more independent in their thinking. It indicated that, contrary to

commonly held beliefs that Filipinos are family-oriented decision

makers. The ability to think and act or to make decisions

autonomously means that pupils today do not have to be

constrained by external influences (Bangayan, 2022). As for

choosing a career, this demonstrates that the respondents agree

that one should choose a career because it is the career of his or

her friends, because one does not want to be separated from

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friends, and because they have a strong bond and share the

same interests, dreams, and aspirations in life as one's friends.

Financial capacity in student’s career choice

Quiño (2022) implies that students recognized that

scholarships were a means of financing their education.

Scholarships that assist or cover the costs of pursuing an

advanced education provide a variety of benefits to recipients.

From alleviating the financial burden of an advanced degree's

rising costs to providing students with additional time and

energy to focus on examinations rather than low-maintenance

work, scholarships are one piece of the puzzle of what makes a

strong institution for assisting students in pursuing and

completing a degree. This means that the financial ability of the

family to support the student should be a primary consideration

while deciding which course to enroll in (Bangayan, 2022). They

discovered that a family's financial position, including how

money is budgeted and the amount of debt the family may owe,

had a significant impact on the choice of a vocation. According to

the findings of the study, when deciding on a career path, a job

seeker should take into consideration her family's present

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financial status. Although money should not be the only element

examined when choosing a career, it is an important one to take

into consideration (Bangayan, 2022).

Future Job Opportunities and Career Choice

According to Lamichhane et al. (2022), students opt for

a career based on the benefits that the job/vocation can provide,

for example, employment stability, work accessibility, job

happiness, and monetary compensation. They concluded that

career-related criteria such as employment stability, availability,

and financial benefits are primary indicators of students' primary

choices and, by extension, of their career decision. Students are

more likely to choose jobs that will lead to a better and more

stable future. The study emphasized the relevance of pay and

earning potential in students' primary choices. They found that

financial benefit was the most relevant element in choosing a

career path. Income is the most crucial factor in deciding on a

career, especially for financially self-sufficient and responsible

students.

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 According to (Sharif et al, 2013), the career of an

individual can be stated traditionally as a course of the

successive situation, which makes up the work life of that

individual. In the modern and fast-changing world, students are

more intended to seek a career that ultimately leads them

towards good status in their society. Due to the high demand for

a variety of occupations, students select the ones that fit them

best and require their labor. They are aware of the rising

unemployment rate in the country, which gives them the

confidence to seize the opportunity (Quiño, 2022).

SYNTHESIS OF THE REVIEW

The literature and previous studies offer an abundance of

information that is crucial to the current investigation and the

identification of relevant concepts and theories. Given that both

studies provide essential information on the various variables

and overall results. The current study by the researchers is

applicable to both local and national studies.

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The disparities between more recent statistics and earlier studies

and literature, on the other hand, are highly anticipated. Notably

in terms of factors influencing a student's choice of course

career.

RESEARCH GAP

Previous studies and literature provided pertinent

information and suggested relevant ideas for the current study.

In contrast, the cited foreign and local studies could not discern

the factors that influence grade 12 students' career decision-

making. As a result, the current study focused on this primary

goal, with the intention to offer a basis for a strengthened career

guidance program.

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 Chapter 3

This chapter presents the description of the following:

research design selection, respondents, research
instruments, data collection procedure, and treatments
used.

Research Design

This study used the correlational method. A research design that

investigates the relationship between two or more variables

without the researcher’s manipulation. The respondents had an

equal chance to respond to the survey made by the researchers

which makes the research more unbiased. The data used in this

study is the student's perception on the factors that influence on

the career decision-making at Parañaque National High School

Main School Year 2022-2023.

Research Locale

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This study was conducted at Paranaque National High School

Main school year of 2022-2023.

Subject of the Study

Respondents

The respondents of this study are the two (2) sections of each

academic strand; Science, Technology, Engineering, and

Mathematics (STEM), Accountancy, Business, and Management

(ABM), and Humanities and Social Sciences (HUMSS) of Grade

12 students of Parañaque National High School-Main. The

researchers needed the students as they are the one who

experienced the pressure of choosing their desired career.

Sampling Procedure

Stratified sampling technique is used where researchers first

divide a population into smaller subgroups, or strata, based on

shared characteristics of the members and then randomly select

among these groups to form the final sample. Using this

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technique, this study became unbiased as it is based on the

student’s willingness whether to answer the survey schedule or

not. As a result, the researchers cannot manipulate the results of

the survey, making the conclusion accurate.

Research Instrument

A survey schedule served as a research instrument. This was

used to collect data faster than any other method. In addition,

the respondents are grade 12 academic strand students, and

they could easily read and answer the questionnaire that the

researchers created on their own. The answer is based on the

related studies found by researchers on the internet. A Likert

scale is a rating system, used in the survey that is designed to

measure respondent’s opinions and perceptions.

Data Gathering Procedure

The researchers wrote a letter of consent for the research

project's implementation, with the researcher's signature and

the thesis adviser's approval underlined. A letter asking for

permission to collect data was also written and sent to the

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respondents. The information acquired must include each

respondent's indicator for each indicator on the instrument being

utilized, as well as their demographic profile. The information

was contrasted, examined, and interpreted.

Statistical Treatment

Statistical treatment was applied in gathering data to come up

with accurate figures indicated that facilitate to make a clear

interpretation and analysis.

1. Percentage. This was used to make exact distribution of

respondents and specify the quantity of the population to a

given data.

The formulas will use:

X
x 100
Percentage (%) =

Where:

X - is the mean response.

N - total number of respondents

2. Frequency. This refers to the reoccurrence of common

responses to each categorized question on the questionnaire.

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3. Arithmetic mean. It is the sum of all the responses each item

divided by the number of respondents who answered in the

same given. Mean is simply getting the average of all the

responses in each indicator.

Formula for arithmetic mean:

n
X =
N
Where:

X - is the mean responses.

n - sum of all responses

N - number of respondents

4. Pearson (r) coefficient of correlation. A statistical

instrument used to determine the degree of relationship

between the students’ achievement and teachers’ competency.

In formula:

n ∑xy – (∑x) (∑y)

r =
√ [n∑x2 – (∑x)2] [n∑y2 – (∑y)2]
where:

r - is the coefficient of correlation.

∑x - summation of all x value.

∑y - summation of all y value.

∑xy - summation of all products of x and y value.

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 N - number of respondents who answered.

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA

This chapter presents the gathered data in a tabular

presentation, analysis, and interpretation of findings based on
the results of the statistical treatment applied. The data are
organized in sequential order based on the statement of the
problem in Chapter 1.

TABLE 1
Sex of the Respondents

SEX FREQUENCY PERCENTAGE

Male 123 41%
Female 177 59%

TOTAL 300 100%

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 Based on the table, our male respondents are 41% while our

female respondents are 59%. Therefore, most of our

respondents are Female because it has 59%.

TABLE 2
Academic Strand of the Respondents

Academic PERCENTAGE
Strand FREQUENCY (%)
STEM 100 33.33%
HumSS 100 33.33%
ABM 100 33.33%
TOTAL 300 100%

Table 2 shows the academic strand of the respondents. As

shown in the table, the same percentage of 33.33% was given
by all STEM, HumSS, and ABM respondents.

TABLE 3
Socio Economic status of the Respondents

PERCENTAGE
Household Monthly FREQUENCY (%)
Income
Less than 20,000 167 55.67%
21,000-30,000 71 23.67%

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 31,000-40,000 32 10.67%
41,000 AND ABOVE 30 10%

TOTAL 300 100%

As shown in Table 3, 55.67% of the respondents have less than

20,000 household income, while 23.67 % have a 21,000-30,000
monthly income. 10.67% of the students have a household
income of 31,000-40,000. The rest of the percentage represents
students with a household income of 41,000 and above at 10%.

Table 4.1

2.1 Personal Interest WM VI

1. I select a course depending on my preferences. 3.52 SA

2. I choose the course that fits my skills and interests. 3.4 A

3. I consider my aptitudes and capabilities in choosing 3.29 SA

the course.

4. I would prefer to choose a course that is 3.07 A

challenging.

5. I choose a course because I was inspired by one of 2.36 D

my peers.

6. I am confused about my future. 2.73 A

Average Weighted Mean 3.06 A

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The table shows that question number 1 got the highest weighted

mean with 3.52, which means the respondents strongly agreed that

they select a course depending on their preferences. On the contrary,

question number 5 got the lowest weighted mean with 2.36, implying

that they choose a course because they were inspired by one of their

peers.

Table 4.2

2.2 Peer Pressure WM VI

1. I would choose a career that my peers have 1.86 D
already decided on.

2. Teachers actively encourage me to consider a wide 2.65 A

range of career choices.

3. I choose a course because my friends have given 2.3 D

me information about obtaining this college
profession.

4. I choose a college career because my friends are in 1.89 D

this course.

5. My friends forced me to pick a course based on 1.74 SD

their preferences.

6. I believe that my friends are the ones who are 1.73 SD

responsible to choose my career since they know
what is best for me.

Average Weighted Mean 2.02 D

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This table tells us that question 2 got the highest weighted mean with
2.65, which attests that the participants disagreed that their teachers
actively encourage them to consider a wide range of courses.
Meanwhile, question number 6 got the lowest weighted mean of 1.73
means the respondents strongly disagreed that their friends are the
ones who are responsible to choose their career even though they
think it was best for them, it was shown that the respondents do not
depend on their peers.

Table 4.3

2.3 Job Opportunities WM VI

1. I choose the course based on its demand. 2.82 A

2. I prefer a course based on its employability and 3.22 A

stability.

3. I choose a course based on salary expectations. 3.05 A

4. I pick a career because of its variety of job 3 A

offerings.

5. I choose a course because of its popularity in the 2.84 A

job industry

6. I select a course because its working conditions suit 3.2 A

me well.

Average Weighted Mean 3.02 A

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As you can see in the table, question number 2 got the highest
weighted mean with 3.22, meaning the participants agreed that they
prefer a course based on its employability and stability. On the other
hand, question 1 got the lowest weighted mean with 2.82 which
signifies that the respondents agreed that they choose a course based
on its demand.

Table 4.4

2.4 Financial Condition WM VI

1. I choose a course because my family can afford it. 2.97 A

2. I prefer the course based on scholarship 3.1 A

opportunities.

3. I choose a course based on tuition cost. 2.9 D

4. I prefer a course based on its financial support by 2.39 D

the LGU.

5. I consider a course based on my parent’s income. 3 A

6. I choose a course that would not cause financial 3.18 A

stress for my parents.

Average Weighted Mean 2.92 A

According to the findings, question number 6 earned the highest

weighted mean of 3.18, indicating that respondents believed they
should choose a course that would not cause financial stress for their
parents. Contrarily, question number 3 received the lowest weighted

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mean with a 2.9, indicating that respondents disagreed that they
choose a course based on its tuition cost.

Table 5: Pearson’s Correlation between the respondents’

demographic profile and factors that influence respondents in
career decision-making.

Demographic Dependent Variable

Profile A B C D
Sex Pearson’
sr -0.04697 0.196811 0.023279 -0.02581

N 300 300 300 300

remarks Very low Very low Very low Very low
negative positive positive negative
Decision reject null reject null Reject null reject null
hypothesis hypothesi hypothesis hypothesis
s
Academi Pearson’ -0.09484 0.097748 -0.16591 0.042759
c sr
Strand N 300 300 300 300
remarks Very low Very low Very low Very low
negative positive negative positive
Decision Reject Reject Reject Reject
null null null null
hypothesi hypothesi hypothesi hypothesi
s s s s
Socio Pearson’
economi sr 0.080044 -0.06844 0.10019 -0.03
c Status
N 300 300 300
Remarks Very low Very low Very low Very low
positive negative positive negative
Decision Reject null Reject null Reject null Reject null
hypothesis hypothesis hypothesis hypothesis

The result, however, establishes a link between the respondents’

career decision-making and their sex, academic strand, and
socioeconomic status thereby rejecting the null hypothesis.

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 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AMD

RECOMMENDATIONS

This chapter shows the interpretation and insights of the

overall research study. It includes the Summary of Findings,
Conclusion, and Recommendation of the Study.

Summary of Findings

We sought to answer specific questions regarding the student’s

perceptions when choosing a college career and factors
regarding their personal interest, peer pressure, job
opportunities, and financial conditions. The study used a
correlational research method to determine the relationship
between each variable on how it will affect their college career
decision-making. Following a survey questionnaire that has

Page | 33
been distributed to each respondent. To interpret the data
gathered by the researchers, we used statistics to determine
the relationship of each variable.

1. Respondent's Demographic Profile

1.1 Sex

Based on the table, our male respondents are 41% while our
female respondents are 59%. Therefore, most of our
respondents are Female because it has 59%.

1.2 Academic Strand

Table 2 shows the academic strand of the respondents. As

shown in the table, the same percentage of 33.33% was given
by all STEM, HumSS, and ABM respondents.

1.3 Socio-Economic Status

As shown in Table 3, 55.67% of the respondents have less

than 20,000 household income, while 23.67 % have a 21,000-
30,000 monthly income. 10.67% of the students have a
household income of 31,000-40,000. The rest of the percentage
represents students with a household income of 41,000 and
above at 10%.

Page | 34
2. Factors that influence the career decision-making of
the respondents as regards:

2.1 Personal Interest

The table shows that question number 1 got the highest weighted

mean with 3.52, which means the respondents strongly agreed that

they select a course depending on their preferences. On the contrary,

question number 5 got the lowest weighted mean with 2.36, implying

that they choose a course because they were inspired by one of their

peers.

2.2 Peer Pressure

This table tells us that question 2 got the highest weighted

mean with 2.65, which attests that the participants disagreed

that their teachers actively encourage them to consider a wide

range of courses. Meanwhile, question number 6 got the lowest

weighted mean of 1.73 means the respondents strongly

disagreed that their friends are the ones who are responsible to

choose their career even though they think it was best for them,

it was shown that the respondents do not depend on their peers.

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2.3 Job Opportunities

As you can see in the table, question number 2 got the

highest weighted mean with 3.22, meaning the participants

agreed that they prefer a course based on its employability and

stability. On the other hand, question 1 got the lowest weighted

mean with 2.82 which signifies that the respondents agreed that

they choose a course based on its demand.

2.4 Financial Condition

According to the findings, question number 6 earned the

highest weighted mean of 3.18, indicating that respondents

believed they should choose a course that would not cause

financial stress for their parents. Contrarily, question number 3

received the lowest weighted mean with a 2.9, indicating that

respondents disagreed that they choose a course based on its

tuition cost.

Page | 36
3. Significant relationship between the demographic
profile of the respondents and the factors that influence
the career decision-making of the respondents.

The result, however, establishes a link between the

respondents’ career decision-making and their sex, academic
strand, and socioeconomic status thereby rejecting the null
hypothesis.

Conclusions

1. This study highlights that for a career decision taken by an

individual, there exist several influences. These influences are
not mere influences, they shape the future of society since
career choice decisions even of a single individual are very
important for a society.

2. The study findings revealed that the respondents strongly

agree that they are selecting a course depending on their own
preferences and disagreed to choose a course because of their
peers.

3. Today, young people considered future opportunities because

they believed in such a field of labor, particularly its
employability, and stability since it saw a snowball in the public.

Page | 37
4. The study conclude that the participants disagreed that their
teachers actively courage them to consider a wide range of
courses. The college peer factors of the participants did not
highly affect their career decision-making.

Recommendations

1. Strengthened Career Guidance Program

To have a strengthened career guidance program, the

school administrators may encourage the parents to join the
career guidance program regarding their children’s career
decision-making. Parents must supervise their children in all
aspects of their lives. Including career decision-making. While
parents can influence their children’s career choices,
teenagers must make their own decision.
2. School Simulation Activity
The school may incorporate a simulation activity for
students in their lesson plans that focuses on the various
options available that can help in deciding on a college career
for them.

3. Student, Guardian, and Teacher’s Motivation

The teachers may initiate or engage to encourage the
students to put significance in participating in the career
guidance program in their school.
4. Commencement of Career Guidance Program
Based on the findings of the study, the researchers
suggest that the commencement of the Career Guidance

Page | 38
Program may start during Grade 11 up to Grade 12 to ensure
that the students are discreet upon selecting a college career.
5. Increase the Number of School Staff
As observed by the researchers, the school may increase
the number of school staff to focus on implementing an
efficient career guidance program.

References

Bangayan, L. M. (2022). Influential Factors Among Senior High School Students’

Career Preferences: A Case of Private School. Journal of Positive School

Psychology, 6(3), 5545–55515545–5551.

https://www.journalppw.com/index.php/jpsp/article/view/3135

Kazi, A. S. (2017, December). (PDF) Factors Affecting Students’ Career Choice.

ResearchGate.

https://www.researchgate.net/publication/325987918_Factors_Affecting_

Students%27_Career_Choice

Page | 39
Lamichhane, S., Gurung, S. K., Chapagain, R., Baral, R. P., & Adhikari, S.

(2022). Factors Influencing Career Choice among Business

Administration Students of Pokhara University. The Batuk, 8(2), 14–31.

https://doi.org/10.3126/batuk.v8i2.47011

Nelson, G. (2021, September 17). Major Problems College Students Face in

Choosing a Career. Www.ukcareersfair.com.

https://www.ukcareersfair.com/news/major-problems-college-students-

face-in-choosing-a-career

Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a Unifying Social

Cognitive Theory of Career and Academic Interest, Choice, and

Performance. Journal of Vocational Behavior, 45(1), 79–122.

https://doi.org/10.1006/jvbe.1994.1027

Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers

to career choice: A social cognitive analysis. Journal of Counseling Psychology,

47(1), 36–49. https://doi.org/10.1037/0022-0167.47.1.36

Page | 40
Nyamwange, J. (2016). Influence of Student’s Interest on Career Choice among

First-Year University Students in Public and Private Universities in Kisii

County, Kenya. https://files.eric.ed.gov/fulltext/EJ1092415.pdf

Quiño, J. (2022). Factors Influencing the Career Preference of Senior High

School Students during Pandemic.

https://www.ijassjournal.com/2022/V5I3/414665426.pdf

Sharif, N., Ahmad, N., & Sarwar, S. (2019). Factors Influencing Career Choices.

IBT Journal of Business Studies (JBS), 15(1), 33–45.

https://ideas.repec.org/a/aib/ibtjbs/v15y2019i1p33-45.html

APPENDICES

VALIDATION LETTERS

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Page | 42
COMPUTATION

Page | 43
Page | 44
DOCUMENTATION

Page | 45
Page | 46
 CURRICULUM VITAE

BALDOZA, SANDARA C.
PERSONAL DATA:
Home address : Landscape Annex UPS IV Barangay Marcelo
Green Paranaque City
Mobile number : 09452963544

Page | 47
Email address : sandara.baldoza@depedparanaquecity.com
Birthdate : October 25, 2004
Career Aspiration : BSED Major in Social Studies

EDUCATIONAL ATTAINMENT:

Senior High School: PARAÑAQUE NATIONAL HIGH SCHOOL-

MAIN
Senior High School Program Kay Talise St., Bgy.
San Dionisio, Parañaque City 2018- Present

SHS Grade Level Strand / Track and Section: XII – HUMSS ARISTOTLE
SHS Academic Achievements: With High Honor
Extra-curricular Achievements: N/A

Junior High School: Marcelo Green High School

JHS Academic Achievements: With High Honors

Name Occupation Contact Address
Number
Ferdinand Ian B. Fabian Teacher 09872345990 PNHS-Main
Armando Espino Head 09172990345 PNHS-Main
Teacher
Gerry A. Lumaban Principal 09189234905 PNHS-Main
CHARACTER REFERENCES:

CURRICULUM VITAE

DULAY, VONG JOSHUA

PERSONAL DATA:
Home address : 015 Sitio Sto. Niño San Martin De Porres Parañaque
city
Mobile number : 09636273626
Email address : Joshua17@gmail.com
Birthdate : Parañaque city

Page | 48
Career Aspiration : aircon tech

Senior High School: Parañaque National High School- Main

SHS Grade Level Strand / Track and Section: XII – HUMSS ARISTOTLE

SHS Academic Achievements:

Grade 11 First Semester
None
Grade 11 Second Semester None
Grade 12 First Semester None
Grade 12 Secondd semester None
Third Grading none
Extra-curricular Achievements: None

Junior High School: Dr. Arcadio Santos National High SchoolCHARACTER

REFERENCES:
Name Occupation Contact Address
Number
Ferdinand Ian B. Fabian Teacher 09872345990 PNHS-Main
Armando Espino Head 09172990345 PNHS-Main
Teacher
Gerry A. Lumaban Principal 09189234905 PNHS-Main

CURRICULUM VITAE

GARGANTIEL, RHEA LIZA M.

PERSONAL DATA:
Home address : Home address : BLOCK 23 LOT 14
BAYABAS ST. PARAÑAQUE CITY BF
HOMES
Mobile number : 09686209724

Page | 49
 Email address : rhealiza.gargantiel@depedparanaquecity.com
Birthdate : June 23, 2005
Career Aspiration : Teacher/ Lawyer

EDUCATIONAL ATTAINMENT:

Senior High School : PARAÑAQUE NATIONAL HIGH SCHOOL-MAIN

Senior High School Program
Kay Talise St., Bgy. San Dionisio, Parañaque City
2018- Present

SHS Grade Level Strand / Track and Section: XII – HUMSS ARISTOTLE
SHS Academic Achievements: With Honors
Extra-curricular Achievements: N/A

Junior High School : San Antonio National High School,

JHS Academic Achievements: Joined spoken poetry

CHARACTER REFERENCES:
Name Occupation Contact Address
Number
Ferdinand Ian B. Fabian Teacher 09872345990 PNHS-Main
Armando Espino Head 09172990345 PNHS-Main
Teacher
Gerry A. Lumaban Principal 09189234905 PNHS-Main

CURRICULUM VITAE

ORAPA, MA. DONNA H.

PERSONAL DATA:
Home address : GK Pru life Malacañang Dulo Brgy. Don Bosco
Betterliving Parañaque City
Mobile number : 09512986728
Email address : orapadonna@gmail.com
Birthdate : August 2, 2004

Page | 50
 Career Aspiration : Teacher

EDUCATIONAL ATTAINMENT:

Senior High School : PARAÑAQUE NATIONAL HIGH SCHOOL-MAIN

Senior High School: Parañaque National High School- Main

SHS Grade Level Strand / Track and Section: XII – HUMSS ARISTOTLE

SHS Academic Achievements:

Grade 11 First Semester With Honor
Grade 11 Second Semester With Jigh Honor
Grade 12 First Semester With Honor
Grade 12 Second Semester Third Grading With Honor
Extra-curricular Achievements: None

Junior High School: Dr. Arcadio Santos National High School

JHS Academic Achievements: Journalism Grade 9 and 10

Grade 8 With Honor
Juñior High School Top 10

CHARACTER REFERENCES:
Name Occupation Contact Address
Number
Ferdinand Ian B. Fabian Teacher 09872345990 PNHS-Main
Armando Espino Head 09172990345 PNHS-Main
Teacher
Gerry A. Lumaban Principal 09189234905 PNHS-Main
CURRICULUM VITAE

LEONARDO, ASIA ANTONIA F.

PERSONAL DATA:
Home address : 163 Camia ST. O.M.P.H.V La Huerta Paranaque City
Mobile number : 09695586633
Email address : leonardoasia242@gmail.com
Birthdate : August 24, 2005
Career Aspiration : News Anchor

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 EDUCATIONAL ATTAINMENT:

Senior High School : PARAÑAQUE NATIONAL HIGH SCHOOL-MAIN

Senior High School Program
Kay Talise St., Bgy. San Dionisio, Parañaque City
2021- Present
SHS Grade Level Strand / Track and Section: XI-HUMSS Amorsolo
SHS Academic Achievements: With High Honors
Extra-curricular Achievements: N/A

Junior High School : LA HUERTA NATIONAL HIGH SCHOOL

High School Program
Kay Talise St., Bgy. San Dionisio, Parañaque City

2017- 2021
JHS Academic Achievements: With Honors
Extra-curricular Achievements: 3rd Place in Cluster Meet in Volleyball on
2017, Team Captain of Volleyball during Grade 8-9 (2018-2020) been 1st
Place in Intramurals Volleyball
CHARACTER REFERENCES:
Name Occupation Contact Address
Number
Ferdinand Ian B. Fabian Teacher 09872345990 PNHS-Main
Armando Espino Head 09172990345 PNHS-Main
Teacher
Gerry A. Lumaban Principal 09189234905 PNHS-Main

Page | 52